Every student has someone within the school they consider a trusted adult who they can go to when needed. ■Coupled with a sense of belonging, buildings have worked to identify this trusted adult for each of its students. ■More than 92% of students have consistently reported they have a trusted adult over the last five years. G O A L 1 11 I N C L U S I O N I N A C T I O N Building a Culture Where Every Child Belongs I n Clayton, inclusion is more than a goal. It is a commitment to creating a school environment where every child feels a true sense of belonging. Creating this kind of environment takes ongoing effort, strong partnerships and a thoughtful, student-centered approach. With the support of the Special School District (SSD), the District is making that vision a reality. What does inclusion look like in action? Johnicka Turner, SSD director, explains how inclusion shows up in the everyday experiences of students and educators. Q: What does inclusion mean in everyday school life? A: Inclusion is about making sure every student has access to the same learning opportunities, experiences and school community—regardless of their abilities. It is not about separating students by labels, but about asking, “How can we make this space work for everyone?” Q: How do educators support students with different learning needs while keeping classrooms inclusive? A: It starts with knowing the student, what supports they need, how they learn best and what helps them feel successful. We use tools like co-teaching, differentiated instruction, assistive technology and classroom accommodations. But more than that, we focus on relationships and creating a climate of respect and understanding. Q: What role do peers play in fostering an inclusive environment? A: Students learn from one another. When students show empathy, offer help and make space for differences, they build a community where everyone feels welcome. And the beauty of it is that everyone benefits, not just students receiving support. The Power of Home-School Partnerships One way families in Clayton are leading the charge to promote inclusion is through the Parent Advisory Council for the Education of Students with Disabilities (PAC.ED). This group connects parents, educators and administrators to advocate for inclusive practices and ensure students—especially those with disabilities—have the tools they need to succeed. “Inclusion starts at home,” said Megan Lenihan, Glenridge parent and PAC. ED advocate. “When we talk with our kids about kindness, respect and celebrating differences, we are reinforcing the values they see at school. We all have a role to play in creating a community where everyone belongs.”

ED advocate. “When we talk with our kids about kindness, respect and celebrating differences, we are reinforcing the values they see at school. We all have a role to play in creating a community where everyone belongs.” 12 P A N O R A M A D A T A 2023 2024 2025 G R A D E S 3 - 5 Positive Feelings 71% 75% 75% Self Efficacy 70% 71% 74% Supportive Relationships 92% 93% 92% G R A D E S 6 - 8 Positive Feelings 60% 65% 66% Self Efficacy 62% 65% 64% Supportive Relationships 89% 89% 91% Diversity and Inclusion 84% 85% 80% G R A D E S 9 - 1 2 Positive Feelings 60% 65% 66% Self Efficacy 60% 62% 61% Supportive Relationships 87% 90% 90% Diversity and Inclusion 77% 80% 82% All data from Fall of each year G O A L 1

12 P A N O R A M A D A T A 2023 2024 2025 G R A D E S 3 - 5 Positive Feelings 71% 75% 75% Self Efficacy 70% 71% 74% Supportive Relationships 92% 93% 92% G R A D E S 6 - 8 Positive Feelings 60% 65% 66% Self Efficacy 62% 65% 64% Supportive Relationships 89% 89% 91% Diversity and Inclusion 84% 85% 80% G R A D E S 9 - 1 2 Positive Feelings 60% 65% 66% Self Efficacy 60% 62% 61% Supportive Relationships 87% 90% 90% Diversity and Inclusion 77% 80% 82% All data from Fall of each year G O A L 1 Action Step Evaluation Strategy Person(s) Responsible Timeline Funding Source Develop processes that addresses incidents of student safety (suicide assessment, threat assessment, postvention) Work group minutes Process Protocol documents & tools Observation of protocol implementation Director of Student Support, Director of Safety and Security 2026 Local funding Provide multi-disciplinary training to staff on safety processes Training materials Training attendance/ participation Director of Student Support, Director of Safety and Security 2026 & annually Local funding Develop and implement Professional Learning geared around student identities and experiences. Learning Materials Professional Learning Schedule Professional Learning Attendance Assistant Superintendent of Equity and Student Services 2025, 2026, 2027 (annually) Local Funding Implement classroom Equity Walkthroughs to ensure Culturally Relevant Instruction and Pedagogy are taking place. Equity Walkthrough Data Professional Learning Schedule Assistant Superintendent of Equity and Student Services 2025, 2027 (biennially) Local funding Develop a District-designed Anti-Hate Curriculum and learning opportunities for students. Learning materials and lessons Assistant Superintendent of Equity and Student Services, K-12 Social Studies Curriculum Coordinator 2025, 2026, 2027 Local funding Development of the Clayton Cares Series - this series brings in outside experts to share their insights on identity and inclusion. Event invites and promotional materials Assistant Superintendent of Equity and Student Services 2025, 2026, 2027 Local funding Development of Anti-Hate led student groups at the Middle and High School level. No Place for Hate Designation Student-Driven activities and Intercultural Dialogue Assistant Superintendent of Equity and Student Services, Building Principals 2025, 2026, 2027 Local funding Continuous assessment for the need for affinity spaces as it pertains to identity. Student/parent surveys and questionnaires. Wellness Survey Data Assistant Superintendent of Equity and Student Services, Building Principals 2025, 2026, 2027 Local funding Recruitment and retention of Diverse Staff Diversity Recruitment Fair Diversity Gatherings and Events Assistant Superintendent of Equity and Student Services, Assistant Superintendent of Human Resources 2025, 2026, 2027 Local funding Goal 1: We will ensure all learners, regardless of their identity, feel safe and valued. MSIP Indicators: TL4,TL5, TL6, CC1,CC4, DB4, EA4 13

Wellness Survey Data Assistant Superintendent of Equity and Student Services, Building Principals 2025, 2026, 2027 Local funding Recruitment and retention of Diverse Staff Diversity Recruitment Fair Diversity Gatherings and Events Assistant Superintendent of Equity and Student Services, Assistant Superintendent of Human Resources 2025, 2026, 2027 Local funding Goal 1: We will ensure all learners, regardless of their identity, feel safe and valued. MSIP Indicators: TL4,TL5, TL6, CC1,CC4, DB4, EA4 13 We will know we have achieved this goal when... 14 To Grow as Learners... We will commit to the educational growth of our learners through an equitable, personalized and individualized learning experience. Teaching and learning experiences will empower learners while also ensuring academic growth for all students. Measurement: Student achievement data Barriers to and disparities in equitable educational opportunities and access to programming are eliminated for students. Measurement: Student achievement data and program participation Our students see historically accurate representations where our learning community’s cultures are celebrated and reflected in curricula and materials. Measurement: Equity audits Culturally Conscious Intellectually Curious Creative Thinker G O A L 2 Meeting these objectives will ensure Clayton graduates are:

Measurement: Student achievement data and program participation Our students see historically accurate representations where our learning community’s cultures are celebrated and reflected in curricula and materials. Measurement: Equity audits Culturally Conscious Intellectually Curious Creative Thinker G O A L 2 Meeting these objectives will ensure Clayton graduates are: 15 Record AP Enrollment: More students than ever are embracing the challenge of AP courses. Expanded Testing Opportunities: CHS had a notable increase in the number of AP exams administered. Impressive Performance: In 2025, 91% of CHS students who took AP exams earned a passing score. We will commit to the educational growth of our learners through an equitable, personalized and individualized learning experience. G oal two reflects the District’s dedication to understanding each learner and providing tailored supports to meet their unique needs. These efforts are evident at every level, from first grade students building instruments in science to explore sound, to educational technology specialists guiding students through the Hour of Code and student-led lessons in the Kid Zone program. In each setting, students are empowered to think critically and tackle challenges in a supportive academic environment. Empowering Learners Through Commitment and Growth These daily experiences highlight the stories behind the District’s strong performance on the Missouri Department of Elementary and Secondary Education’s Annual Performance Report (APR). In the most recent report, Clayton earned its highest score since the state introduced the MSIP 6 accountability model in 2022. “This achievement reflects the powerful learning happening across the District,” said Dr. Milena Garganigo, assistant superintendent of teaching and learning. “More importantly, it demonstrates the community’s deep commitment to empowering every learner to thrive.” While celebrating achievement is important, data also guides efforts to ensure every learner makes meaningful progress—not just those meeting grade-level expectations. The math program at Wydown Middle is an example of this commitment. When data revealed a need for increased intervention in eighth grade, school leaders identified spotlight students, implemented targeted supports and adjusted schedules to maximize learning time. These focused efforts have led to improved local assessment scores. Similarly, this data-driven approach to equity and excellence continues at Clayton High, where the District is advancing Goal 2 by expanding access to rigorous academic opportunities like Advanced Placement (AP) courses. Research shows that participation in AP classes benefits students far beyond exam scores, enhancing college readiness, academic skills, confidence and self-esteem. CHS’s AP exam performance demonstrates this commitment in action. APR Performance Growth 2024 94.5% 2023 89.9% A P E X A M T R E N D S 2023 2024 2025 Total Tests Administered 796 902 947 Number of Students 283 299 300 Percent of Passing Scores (3,4,5) 87% 90% 91% G O A L 2